Grade K 1 2 3 4 5 6 Term 1 2 3 4 Year 2019

Media Art Week 1 2 3 4 5 6 7 8 9 10 Teachers

Trish Iles, Anna Thornton, Rachel Pearson, Brendan Mitchell,
Lisa Binutti-Wilson, Jo Filardo
By the end of Year 4, students describe and discuss similarities and
differences between artworks they make and those to which they respond.
Links to Inquiry Unit
Achievement They discuss how they and others organise the elements and processes in
artworks. Unit
Standard
Students collaborate to plan and make artworks that communicate ideas.

 Investigate and devise representations of people in their community, including themselves, through settings, ideas and story
structure in images, sounds and text (ACAMAM058 - Scootle )
 Use media technologies to create time and space through the manipulation of images, sounds and text to tell
stories (ACAMAM059 - Scootle )
Descriptors
 Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060 -
Scootle )
 Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in
Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061 - Scootle )
DIAGNOSTIC ASSESSMENT Kahoot – survey. How well do students know how to use
How will you assess the students’ prior knowledge and skills? certain apps.

FORMATIVE ASSESSMENT Check ins, can students use basic functions of

Through what other evidence will students demonstrate achievement of the different apps. Thumbs up, thumbs down.
desired results? Can students submit attachments on
Classroom
Reflections
Exit tickets
Poll on google classroom

SUMMATIVE ASSESSMENT Week 8 and 9 students will plan and create their
Through what authentic performance task will students demonstrate the presentation based on Inquiry unit with Heros.
desired understandings? Week 10 students will present their presentation.
Rubric
Have they used different elements using images, sound and
text to tell stories.
LEARNING PLAN
PHASE LEARNING OBJECTIVE AND SUPPORTING ACTIVITIES LEARNING SKILLS RESOURCES

Line of Inquiry being covered
THINGS TO CONSIDER: THINGS TO CONSIDER: THINGS TO CONSIDER:
What is the learning objective? What skills is this activity targeting/developing? What What resources need to be gathered?
How best might we learn? opportunities will occur for capabilities and skills What people, places, audio-visual materials, related
What are the learning experiences suggested by the teacher and/or students to encourage the development and for the development of the learners literature, music, art, computer software, etc, will be
students to engage with the inquiry and address the driving questions? assets? available?
What is best learning environment to support this activity?

TUNING IN Learning Objective and Supporting Activities Learning Skills Resources

Week 3 and 4 Students are sourcing, using technical Websites

processes to save and upload.
 Brainstorm why technology is important, what do you use it for? https://play.kahoot.it/#/?quizId
 Go over use of ICT rules. Students are navigating their way
=6fd1e66d-6943-4253-9742-
through different websites.
 For fun – take a survey using Kahoot on Australian capitals, states and c195d6d05fc2
territories. Get students to go to kahoot.com Students are using responsible
Ipads
https://play.kahoot.it/#/?quizId=6fd1e66d-6943-4253-9742- media practice.
c195d6d05fc2 App – Piccollage
Students are being resourceful
 Creating a Pic collage integrated into any unit. (I.e. forgot ipad, can use
I.e poetry unit – create a pic collage where students pick certain Chromebook and transfer
pictures related to their topic. Students should try and use different details).
images, and use text to create their poem. OR
I.E – students map out the states and territories on a blank image of
Australia (copy of blank map saved in T drive) using Pic Collage.
Teachers will need to put up on their board a map of Australia with
the state lines and capital cities.

ADJUSTMENTS
- Login in for students
- Place step by step process on whiteboard
- Input some data for students i.e. copying and pasting

FINDING OUT Learning Objective and Supporting Activities Learning Skills Resources
and SORTING
OUT
Week 5 and 6 Google slides Google slides
 Create a google slide that’s adds text, images and sound with students  adding images Internet
saving to google classroom or send to teacher. This can be o Copying and Stop Motion
implemented in any unit. pasting
I.e. cities inquiry unit – get students to create a timeline on how o Sending to back
Canberra is changed with pictures, dates, and explanations. o resizing
 Adding text
 Stop Motion – link to heros  Adding sound
Create a Stop motion with pictures of hero and how they have Sourcing, using technical
changed i.e. from child to adult processes to save and upload.

ADJUSTMENTS
- Place step by step process on whiteboard i.e. copying and pasting

Going Further Learning Objective and Supporting Activities Learning Skills Resources
and Taking
Action

Week 8 – 10 Implementing skills learnt

 Plan, create and present a 2 minute presentation of hero in google from previous lessons.
slides including using images, sound and text.